About the Authors
Preface
For the Reader
Acknowledgments
I. Defining and Planning Transition
1. Transition into the New Millennium - Paul Wehman
Life's Goals: Helping Kids Know What They Want and How to Get There
Defining Transition
Opportunities That Empower Youth with Disabilities
Challenges That Affect Youth with Disabilities
Transition to Adulthood for Youth with Disabilities
Related Disability Legislation
Themes for Success in Growing Up
Conclusion
Study Questions
2. Self-Determination in Transition - Michael L.Wehmeyer
Self-Determination and Student Involvement
Methods, Materials and Strategies to Promote Self-Determination and Student Involvement
Conclusion
Study Questions
3. The Family Role in Transition - Paul Wehman
Research Related to Parent Involvement and Transition
Helping Parents Become Involved in Transition Planning
Family Aspirations for Their Children
Parental Concerns
Conclusion
Study Questions
4. Community Transition Planning - Paul Wehman
Critical Elements in Community Based Transition
The Role of Interagency Planning in Community Transition
Local Interagency Agreements: Getting Down to the Implementation Level
Conclusion
Study Questions
5. Beyond Programs and Placements: Using Person-Centered Practices to Individualize the Transition Process and Outcomes
Paul Wehman, Jane M. Everson, and Dennis H. Reid
The Goals of Individualized Transition Planning
Person-centered Planning Values and Transition
A Closer Look at the Tools and Strategies Associated with Person-centered Transition Approaches
Basic Steps to Accomplishing Person-centered Individualized Transition Planning
Strategies for Transition Planning
Conclusion
Study Questions
II. Facilitating and Supporting Transition
6. Secondary School Restructuring - Mary A. Falvey, Lori Eshilian, and Richard Louis Rosenberg
Characteristics of Inclusive Schools
Specific Systems Change Efforts Resulting in Inclusion
Summary
Study Questions
7. Teaching for Transition - Susan Johnson and Paul Wehman
Curriculum Design for Transition: What Should Teachers Teach
What Resources Should Teachers Use for Curriculum Development?
Unit and Lesson Planning
Where Should Teachers Provide Instruction?
Instructional Methods
Implementing Community Based Training
Conclusion
Study Questions
8. Finding Jobs for Young People with Disabilities - Cary Griffin and Pam Sherron Targett
American With Disabilities Act
Example of Accommodations
Identifying Business Contacts
Making Contact
Study Questions
Conclusion
9. Vocational Placements and Careers - Paul Wehman, Valerie Brooke, and Katherine J. Inge
Business and Industry: Understanding the Role of the Economy
Barriers to Employment Competence
Vocational Placement Options: What Are the Choices?
Supported Employment: Growth and Impact
Consumer-Driven Approach to Supported Employment
Does Supported Employment Work?
Natural Supports in the Workplace
Conversion from Day Programs to Community Based Employment
Conclusion
Study Questions
11. Pursuing Postsecondary Education Opportunities for Individuals with Disabilities - Elizabeth Evans Getzel, Robert Stodden, and Lori W. Briel
Preparing Students with Disabilities for Postsecondary Education
Adjusting to Postsecondary Education Programs
Conclusion
Study Questions
12. Independent Living - Michael D. West
Changing Paradigms of Independent Living
Identifying and Filling Community Support Needs
Relationship Building
Person-Centered Services
Circles of Support
Total Community Involvement
Types of Support Needs
Transportation
Social and Recreational Activities
Shopping and Financial Management
Health and Safety
Behavioral Support
Conclusion
Study Questions
III. Designing and Implementing Individual Transition Plans
13. Applications for Youth with Mild Cognitive Disabilities - Paul Wehman
Who are Individuals with Mild Cognitive Disabilities
Challenges of Working with Youth with Mild Cognitive Disabilities
Choice and Empowerment
The Nature of Supports and the AAMR Definition
Assessment of Youth with Mild Cognitive Disabilities
Curriculum Strategies for Youth with Mild Cognitive Disabilities
The Need for Greater Emphasis on Vocational Curriculum
Setting Transition Goals
Implementing Individualized Transition Plans for Youth with Mild Cognitive Disabilities
Evaluation of Transition Outcomes for Youth with Mild Cognitive Disabilities
Conclusion
Study Questions
14. Applications for Youth with Significant Cognitive Disabilities - Paul Wehman
Who Are Individuals with Significant Cognitive Disabilities?
Community-Based Vocational Training and the Fair Labor Standards Act
Helping Individuals with Significant Cognitive Disabilities Enter Supported Employment
Conclusion
Study Questions
15. Applications for Youth with Sensory Impairments - Phil Rumrill and Pamela Luft
Who Are Individuals with Visual Impairments?
Who Are Individuals Who Are Deaf or Hard of Hearing?
Who are Individuals Who Are Deaf-Blind?
Characteristics of Youth with Sensory Impairments
Unique Learning Challenges Presented to Professionals by Youth with Sensory Impairments
Assessment Issues for Youth with Sensory Impairments
Teaching Strategies for Youth with Sensory Impairments
Internet Resources Related to Youth with Sensory Impairments
Designing and Implementing Individualized Transition Plans for Youth with Sensory Impairments
Community Integration for Youth with Sensory Impairments
Evaluation of ITP Outcomes for Youth with Sensory Impairments
Conclusion
Study Questions
16. Applications for Youth with Learning Disabilities - Elizabeth Evans Getzel and John J. Gugerty
Who are Individuals with Learning Disabilities?
Experiences of Individuals with Learning Disabilities
Unique Challenges Presented by Youth with Learning Disabilities
Assessment for Transition
Conclusion
Study Questions
17. Applications for Youth with Behavior Disorders - Paul Wehman
Who Are Individuals with Behavior Disorders?
Unique Challenges of Youth with Behavior Disorders
Discipline and Functional Assessment
Transition Assessment
Teaching for Transition
Individualized Transition Planning
Job Opportunities for Youth with Behavior Disorders
Evaluation of Transition Outcomes for Students with Behavior Disorders
Supported Employment Outcomes for Individuals with Behavior Disorders
Conclusion
Study Questions
18. Applications for Youth with Orthopedic and Other Health Impairments - Michael D. West
Introduction
Behavior and Learning Characteristics of Youth with Orthopedic and Other Health Impairments
Unique Challenges Presented by Youth with Orthopedic and Other Health Impairments
Assessment of Youth with Orthopedic and Other Health Impairments
Teaching Strategies for Youth with Orthopedic and Other Health Impairments
Designing and Implementing ITPs for Youth with Orthopedic and Other Health Impairments
Evaluation of Transition Outcomes for Youth with Orthopedic and Other Health Impairments
Conclusion
Study Questions
19. Applications for Youth with Traumatic Brain Injury - Paul Wehman, Michael D. West, Pam Sherron Targett, and John Bricout
Characteristics of Youth with Traumatic Brain Injury
Enhancing Academic Reentry and Inclusion
Designing School-to-Work Transition Programs for Youth with TBI
Using the Interdisciplinary Team Approach
Unique Challenges Presented by Youth with Traumatic Brain Injury
Assessment for Transition
Helping Individuals with TBI Go to Work
Conclusions
Study Questions
